Feedback on online university teaching: forms, functions, and conditions

Abstract

The main objective of this study is to characterize the experiences, forms, functions, and limitations associated with online feedback from twenty university professors who teach in the faculties of nursing, engineering, social sciences, and education at a university in Chile. University teaching oriented to the development of competencies requires an evaluation that overpasses a common practice that focuses on making hierarchies of excellence. The methodology is qualitative and applies a situated or episodic interview, followed by content analysis. The results reveal the presence of feedback that allows reducing gaps and mediating learning with an instrumental, inspirational, and developmental purpose. In conclusion, there are changes in university teaching that are limited by institutional factors associated with available time, in-service training, and exchange value linked with the content taught in university classrooms. © (2023), All Rights Reserved.